Felician College Rutherford Campus 223 Montross Avenue Rutherford, NJ 07070
EDU 220 – Introduction to Special Needs in Home,
School, and Community (3 Credits)
Course Syllabus
Semester: Late Fall 2013 Professor: Dr. J. Pedersen Day/Time/Room#: Monday, 5:00-7:50pm Office Phone #: 908-754-4620 ext. 249 Office #, Building: St. Luke’s Email: jpedersen1@aol.com Office Hours: Upon request.
Course Description: This course will introduce the learning, behavioral, and personal characteristics of the variety of disabilities currently categorized as Special Need. This course will review mildly to moderately disabled children, Autism Spectrum Disorder, physical impairments and other learning disabilities.
Mission Statement
Felician is an independent co-educational Catholic/Franciscan College founded and sponsored by the Felician Sisters to educate a diverse population of students within the framework of a liberal arts tradition. Its mission is to provide a full complement of learning experiences, reinforced with strong academic and student development programs designed to bring students to their highest potential and prepare them to meet the challenges of the new century with informed minds and understanding hearts. The enduring purpose of Felician College is to promote a love for learning, a desire for God, self knowledge, service to others, and respect for all creation.
Division of Teacher Education Mission Statement The Division of Teacher Education, in light of the Franciscan mission, seeks to foster competent, caring, and compassionate educators to serve a diverse population by promoting a collaborative spirit, encouraging self-reflection, and emphasizing life-long learning. The Division of Teacher Education strives to prepare teachers who:
Know and understand the New Jersey Professional Teaching Standards;
Value and are committed to the tenets of these standards; and
Actively engage in applying the intent of the Standards within their learning communities.
We will be using the following educational legal codes. (All information can be obtained on-line.)
New Jersey Administrative Code Title 6A Chapter 14 Special Education Amendments
No Child Left Behind Legislation
New Jersey Core Curriculum Content Standards
Council of Exceptional Children Standards
Additional References; Hand outs will be provided.
Jensen, Eric., Super Teaching. Corwin Press, 2009
Martin, Lucy., Strategies for Teaching Students with Learning Disabilities. Corwin Press, 2009
Summerford, Cathie., Action Packed Classrooms, K-5: Using Movement to Educate and Invigorate Learners. Corwin Press, 2009
Course Format: Students will meet for a variety of experiences including discussion, lecture, and active participation. Varied issues will be covered as indicated on the attached calendar of events. Students will be expected to prepare themselves for class so that they can actively participate and thereby benefit fully from the experience.
Course Evaluation: A variety of techniques and strategies will be used to evaluate student learning and mastery of relevant concepts. Reading assignments will form the basis for classroom discussion. Active participation will be used as a means to assess completion of this task. In addition to active participation, students will also have various assignments. The lectures focus on selected concepts from the readings. Although we do not discuss all of the components of each chapter in class, each student is responsible for understanding all of the major concepts in each chapter. Therefore, test items can be derived from readings and lectures.
Course Objectives: At the completion of this course students will be able to: (The numbers in parentheses refer to the NJPTS, and the CEC Standards )
Identify and describe learning, behavioral, and personal characteristics of learners with mild to moderate disabilities.
( NJPTS#2), (CEC#2,3)
Describe the impact on the learning process of learners with mild to moderate disabilities. ( NJPTS#4), (CEC#3)
Summarize significant issues and policy trends in special education today. ( NJPTS#10), (CEC#5,9)
Utilize and interpret appropriate forms of student assessment. ( NJPTS#5), (CEC#8)
Effectively incorporate the New Jersey State Core Curriculum Standards in subject content instruction and assessment for learners with mild to moderate disabilities. ( NJPTS#4,7), (CEC#7)
Demonstrate the ability to promote social and emotional development through the implementation of variety of techniques.
( NJPTS#2,3), (CEC#2,5)
Identify the continuum of educational and community services that supports learners with mild to moderate disabilities.
( NJPTS#9), (CEC#10)
Understand the social, behavioral, emotional, and learning characteristics of learners with mild to moderate disabilities.
( NJPTS#2), (CEC#2,5)
Describe and employ a variety of classroom management methods. ( NJPTS#6), (CEC#5,6)
10. Describe appropriate teaching and assessment strategies and treatments to teaching learners with mild to
Assignments All assignments must be submitted on time. One point will be deducted from the grade for each day the assignment is late.
Final Grade Tabulations Attendance and Participation 15% Midterm 15% Final 15% Project 55%
Honor Code: Students are expected to comply with the tenets of the Felician College Honor Code (included) as well as the College policies as described in the Felician College Student Handbook and catalog.
Felician Honor Code: As a Franciscan, Catholic College, Felician College values scholarship and truth as integral parts of its academic identity. The college views students, faculty, and administration as parts of a larger community of scholars. As such a community, it is requisite that each of us upholds academic integrity.
The policies and procedures of the Honor Code apply to all members of the college community. This includes all students whether undergraduate or graduate, full-time or part-time, regularly enrolled, non-matriculated, or cross-registered from a neighbor institution, as well all faculty, staff and administrators, whether full-time or part-time.
A community member's personal integrity is presumed to be sufficient assurance that, in academic matters, students do their own work without unauthorized help from any other source and faculty, staff and administrators do their work in a fair and impartial manner. The Honor Code presumes that all work submitted as part of academic requirements is the product of the student submitting it unless credit is given with proper footnoting and bibliographic techniques or as prescribed by the course instructor.
Cheating, plagiarizing, or otherwise falsifying results of study is prohibited. The Code applies not only to examinations, but to all work handed in, such as papers, reports, solutions to problems, art work, tapes, films, and computer programs, unless alternative arrangements have been made with the instructor.
All members of the college community are required to acquaint themselves with the provisions of the Honor Code through the information in this handbook. Students are responsible for obtaining from their professors an explanation of the freedom they may exercise in collaboration with other students or in use of outside sources, including the student's own work prepared and submitted for another course. In other words, students may collaborate with other students within the parameters established by their professor. They may also submit work prepared for credit in one class for credit in another class so long as they have received permission from both professors. In the event that a student does not obtain a clear definition of the application of the Honor Code from a professor in any class, the student must assume that the Honor Council will follow the strictest interpretation of the Honor Code with respect to that class.
When a student makes use of concepts or words from an outside source, whether in the form of a direct quotation or of paraphrase, credit must be given to the original source for each idea by footnote or other technique acceptable to the instructor. Failure to make such an acknowledgment constitutes plagiarism.
Honor Code Violations of the Honor Code are cause for disciplinary actions imposed by the honor council. The following are included as violations:
Cheating on an exercise, test, problem, or examination submitted by a student to meet course requirements. Cheating includes the use of unauthorized aids (such as crib sheets, discarded computer programs, the aid of another person on a take-home exam, etc.); copying from another student's work; soliciting, giving, and/or receiving unauthorized aid orally or in writing; or similar action contrary to the principles of academic honesty.
Any action designed to deceive a member of the faculty or a fellow student regarding principles contained in the Honor Code, such as securing an answer to a problem for one course from a faculty member in another course when such assistance has not authorized.
Plagiarism
Use of texts of papers prepared by commercial or noncommercial agents and submitted as a student’s own work.
Submission of work prepared for another course without specific prior authorization of the instructors in both courses. Use of a student's own work whether prepared in the relevant class or in another is governed by all the rules of scholarship mentioned in the appendix on plagiarism. In other words, a student may use citations, sources, whole sections of a paper, even the paper itself so long as proper acknowledgment is made or with the permission of all instructors involved.
Falsification of results of study and research.
Tests, Examinations, and Other Exercises Students are on their honor not to ask for or give information pertaining to any portion of an examination before or after they have taken it, in such a way as to gain or give an advantage over other students. The written pledge (refer to "Honor Pledge") signifies that the work submitted is the student's own and that it has been completed in accordance with the requirements of the course as specified by the instructor. In addition, each student and faculty member is expected to establish a clear understanding of the requirements in each course. Any student uncertain about the application of the Code in a particular course requirement should always consult the instructor. The Honor Code pledge, or an abbreviation, should be included in all written work completed by the student and submitted for a grade. Any work handed in for credit, however, will be considered pledged unless exempted by the instructor.
Honor Pledge
The pledge to be signed on all tests, quizzes, and similar work is: “I pledge my honor that I have neither given nor received inappropriate aid on this examination.”
_ _ Signature Date
Plagiarism: Plagiarism, in any form, will not be tolerated. Any student who violates this policy will be notified in writing and immediately referred to the Honors Council.
Electronic Communication Devices: Students are expected to turn-off or put on "mute" all cell phone, pagers and other electronic communication devices during class time. Grade Appeal: Please refer to the Felician College Catalog or Student Handbook for grade appeal procedures.
Please Note: Special Student Needs or Handicap Conditions:
Students with documented disabilities that affect their ability to participate fully in the course or who require special accommodations are encouraged to speak with the instructor so that appropriate accommodations can be arranged. If you have a handicap (vision, hearing, etc.) or require other special consideration, please consult with the instructor. In some cases, college resources can be made available to assist you.
Course Project
Theme: What skill are you researching? Example: Reading Comprehension
Assignment 1 (2-3 pages) Research Articles Select and summarize two Research articles (APA format) which discuss the skill you have chosen. The articles discuss the relevance of the skill in the classroom. (Professional Journals, Professional Educational sites, Include articles in binder)
Assignment 2 (1-2 pages) (A) Visit a classroom and discuss your observations of student's performance in chosen area. For example: Observe students in a reading lesson. Note student's behavior- ability to respond to teacher inquires, the quality of student responses, student strengths and weaknesses and teacher strategies to facilitate understanding.
(Provide grade level, class profile, i.e., high percentage of ELL, class size, teacher support, technology, etc (B) Interview Teacher Discuss teacher's view of what strategies are most effective with his/her students and why. Teacher's vision for support required for student to master the skill.
Assignment 3 (1-2 pages) Choose one of the topics given to you in class and develop a 15-20 minute presentation. The presentation must include the following: - An overview of the disability - Characteristics these students may exhibit in the classroom - Instructional strategies that would benefit these students - Present a mini-lesson with adaption for this classification
BOOKS ABOUT PERSONS WITH DISABILITIES Beers, C. (1981). A mind that found itself: An autobiography. Pittsburg: University of Pittsburg Press Brown, C. (1970). Down all the days. New York: Stein & Day. Byars, B. (1970). The summer of the swans. New York: Viking Press Carlson, T. (l995). The suicide of my son: The story of childhood depression. Duluth, MN: Benline Press. Dorris, M. (l989). The broken cord. New York: Harper & Row. Edwards, K. (2005). The memory keeper’s daughter. New York: Penguin Books Fries, K. (Ed.). (l997). Staring back: The disability experience from the inside out. New York: Plume. Green, H. (l964). I never promised you a rose garden. New York: Holt, Rinehart & Winston. Grandin, Y. (l996). Thinking in pictures: And other reports from my life with autism. New York: Random House Haddon, M. (2003). The curious incident of the dog in the night-time. New York: Random House. Jamison, K. R. (l995). An unquiet mind: A memoir of moods and madness. New York: Knopf. Kaufman, B. (l987). Sun rise. New York: Harper & Row. Keller, H. (l928). The story of my life. Boston: Houghton-Miflin. Kingsley, J & Levitz, M. (1994). Count us in. New York: Harcourt Brace. Meyers, R. (l978). Like normal people. New York: McGraw-Hill Plath, S. (l971) The bell jar. New York: Harper and Row Share, D. (l958). Sunrise at Campobello. New York: Random House Taylor, D. (l991). Learning denied. Portsmouth, NH: Heinemann.
World Wide Web Sites The following World Wide Web sites have been carefully researched and selected The easiest way to access these selected sites is to go to our DUSHKIN ONLINE support site at HYPERLINK http://www.dushkin.cornionlinethttp://www.dushkin.com./online/.
AE: Educating Exceptional Children The following sites were available at the time of publication. Visit our Web site—we update DUSHKIN ONLINE regularly to reflect any changes. General Sources
Consortium for Citizens With Disabilities HYPERLINK http://www.c-c-d.orghttp://www.c-c-d.org Included in this coalition organization is an Education Task Force that follows issues of early childhood special education, the president's commission on excellence in special education, issues of rethinking special education, 2001 IDEA principles, and many other related issues.
National Information Center for Children and Youth With Disabilities (NICHCY) HYPERLINK http://www.nichcy.org/index.htmlhttp://www.nichcy.org/index.html NICHCY provides information and makes referrals in areas related to specific disabilities, early intervention, special education and related services, individualized education programs, and much more. The site also connects to a listing of Parent's Guides to resources for children and youth with disabilities.
National Rehabilitation Information Center (NARIC) HYPERLINK http://www.naric.cornhttp://www.naric.corn A series of databases that can be keyword-searched on subjects including physical, mental, and psychiatric disabilities, vocational rehabilitation, special education, assistive technology, and more can be found on this site.
School Psychology Resources Online HYPERLINK http://www.schoolpsychologynethttp://www.schoolpsychologynet Numerous sites on special conditions, disorders, and disabilities, as well as other data ranging from assertiveness/evaluation to research, are available on this resource page for psychologists, parents, and educators.
Special Education Exchangehttp://www.spedex.com/main_graphics.htm SpEdEx, as this site is more commonly known, offers a wealth of information, links, and resources to everyone interested in special education.
Special Education News HYPERLINK http://www.speciale6news.com/disabilities/disabnews/http://www.speciale6news.com/disabilities/disabnews/povanddisab031200.html This particular section of this site discusses the problems of coping with both poverty and disability. Explore the rest: of the site also for information for educators on behavior management, conflict resolution, early intervention, specific disabilities, and much more.
Inclusive Education Institute on Disability/University of New Hampshire HYPERLINK http://iod.unh.eduhttp://iod.unh.edu This site includes Early Childhood, Inclusive Education, High School and Post-Secondary School, Community Living and Adult Life, Related Links, both state and national, and information on technology, health care, public policy, as well as leadership training and professional development.
Kids Together, Inc. HYPERLINK http://www.kidstogetherorghttp://www.kidstogetherorg Based on the IDEA law about teaching children with disabilties in regular classrooms, this site contains all the information on inclusion you might need to know.
New Horizons for Learning HYPERLINK http://www.newhorizons.orghttp://www.newhorizons.org Based on the theory of inclusion, this site is filled with information on special needs inclusion, technology and learning, a brain lab, and much more, presented as floors in a building.
Early Childhood Division for Early Childhood HYPERLINK http://www.dec-sped.orghttp://www.dec-sped.org A division of the Council for Exceptional Children, the DEC advocates for the improvement of conditions of young children with special needs. Child development theory, programming data, parenting data, research, and links to other sites can be found on this site.
National Academy for Child Development (NACD) HYPERLINK http://www.nacd.orghttp://www.nacd.org The NACD, an international organization, is dedicated to helping children and adults reach their full potential. Its home page presents links to various programs, research, and resources into such topics as learning disabilities, ADD/ADHD, brain injuries, autism, accelerated and gifted, and other similar topic areas.
Special Education Resources on the Internet (SERI) HYPERLINK http://seriweb.comhttp://seriweb.com SERI offers helpful sites in all phases of special education in early childhood, including disabilities, mental retardation, behavior disorders, and autism.
Learning Disabilities Children and Adults With Attention Deficit/Hyperactivity Disorder (CHADD) HYPERLINK http://www.chadd.orghttp://www.chadd.org CHADD works to improve the lives of people with AD/HD through education, advocacy, and support, offering information that can be trusted. The site includes fact sheets, legislative information, research studies, and links.
The Instant Access Treasure Chest HYPERLINK http://www.fln.vcu.edu/Id/Id.htmlhttp://www.fln.vcu.edu/Id/Id.html Billed as the Foreign Language Teacher's Guide to Learning Disabilities, this site contains a very thorough list of resources for anyone interested in LD education issues.
Learning Disabilities Association of America (LDA) http: HYPERLINK http://www.Iclanatl.org www.Iclanatl.org The purpose of the LDA is to advance the education and general welfare of children of normal and potentially normal intelligence who show handicaps of a perceptual, conceptual, or coordinative nature.
Learning Disabilities Online http://www.Idonline.org This is a good source for information about all kinds of learning disabilities with links to other related material.
Speech and Language Impairments Issues in Emergent Literacy for Children With Language Impairments http: HYPERLINK http://www.ciera.org/library/reports/inquiry-2/2-002/2-002.html www.ciera.org/library/reports/inquiry-2/2-002/2-002.html This article explores the relationship between oral language impairment and reading disabilities in children. The article suggests that language impairment may be a basic deficit that affects language function in both its oral and written forms.
Speech and Language Disorders Fact Sheet http: HYPERLINK http://www.nichcy.org/pubs/factshe/fs1 www.nichcy.org/pubs/factshe/fs11 txt.htm This online publication of the National Dissemination Center for children With Disabilities offers much useful information, including resources, organizations, and discussions of incidence, characteristics, educational implications, and how technology can help children with speech and language disorders.
Developmental Disabilities Arc of the United States HYPERLINK http://www.thearc.orghttp://www.thearc.org Here is the Web site of the national organization of and for people with mental retardation and related disabilities and their families. It includes governmental affairs, services, position statements, FAQs, publications, and related links.
Disability-Related Sources on the Web HYPERLINK http://www.arcarizona.org/dislnhttp://www.arcarizona.org/disln kin. html This resource's many links include grant resources, federally funded projects and federal agencies, assistive technology, national and international organizations, and educational resources and directories.
Gentle Teaching HYPERLINK http://www.gentleteaching.n1http://www.gentleteaching.n1 Maintained by the foundation for Gentle Teaching in the Netherlands, this page explains a nonviolent approach for helping children and adults with special needs. Emotional and Behavioral Disorders
Educating Students With Emotional/Behavioral Disorders http: HYPERLINK http://www.nichcy.org/pubs/bibliog/biblOtxt.htm www.nichcy.org/pubs/bibliog/biblOtxt.htm Excellent bibliographical and video information dealing with the education of children with emotional and/or behavioral disorders is available at this site.
Pacer Center:: Emotional Behavioral Disorders HYPERLINK http://www.pacer.org/ebd/http://www.pacer.org/ebd/ Active in Minnesota for 8 years in helping parents become advocates for their EBD children, PACER has gone on to present workshops for parents on how to access aid for their child, explain what a parent should look for in a child they suspect of EBD, prepare a behavioral intervention guide, and link to resources, including IDEA's Parnership in Education site, and much more./
Vision and Hearing Impairments Info to Go: Laurent Clerc National Deaf Education Center hitp: HYPERLINK http://clerccenter.gallaudet.edu/InfoToGo/index.html clerccenter.gallaudet.edu/InfoToGo/index.html Important for parents and educators, this Web site from Gallaudet University offers information on audiology, communication, education, legal, and health issues of deaf people.
The New York Institute for Special Education http: HYPERLINK http://www.nyise.org/index.htrn1 www.nyise.org/index.htrn1 This school is an educational facility that serves children who are blind or visually impaired. The site includes program descriptions and resources for the blind.
Multiple Disabilities Activity Ideas for Students With Severe, Profound, or Multiple Disabilities HYPERLINK http://www.palaestra.com/featurestory.htmlhttp://www.palaestra.com/featurestory.html The Fall 1997 issue of the Palaestra contains this interesting article on teaching students who have multiple disabilities. The complete text is offered here online.
Severe and/or Multiple Disabilities HYPERLINK http://www.nichcy.org/pubs/factshenslOtxt.htmhttp://www.nichcy.org/pubs/factshenslOtxt.htm This fact sheet offers a definition of multiple disabilities, discusses incidence, characteristics, medical, and educational implications, and suggests resources and organizations that might be of help to parents and educators of children with severe impairments.
Orthopedic and Health Impairments Association to Benefit Children (ABC) HYPERLINK http://www.a-b-c.orghttp://www.a-b-c.org ABC presents a network of programs that includes child advocacy, education for disabled children care for H1V-positive children, employment, housing, foster care, and day care.
Giftedness The Council for Exceptional Children HYPERLINK http://www.cec.sped.org/index.htmlhttp://www.cec.sped.org/index.html This page will give you access to information on identifying and teaching gifted children, attention-deficit disorders, and other topics in gifted education.
National Association for Gifted Children (NAGC) http:// HYPERLINK http://www.nagc.org/home00.htm www.nagc.org/home00.htm NAGC, a national nonprofit organization for gifted children, is dedicated to developing their high potential.
Transition National Center on Secondary Education and Transition HYPERLINK http://www.ncset.orghttp://www.ncset.org This site coordinates national resources, offers technical assistance, and disseminates information related to secondary education and transition for youth with disabilities in order to create opportunities for youth to achieve successful futures.
We highly recommend that you review our Web site for expanded information and our other product lines. We are continually updating and adding links to our Web site in order to offer you the most usable and useful information that will support and expand the value of your Annual Editions. You can reach us at: http:/www.dushkin.com/annualeditions/.
Written Expression HYPERLINK http://www.Idonline.org/Idhttp://www.Idonline.org/Id_indepth/writing/isaacson_obstacles.html This website introduces eight methods that teachers can use to help students deal with the spelling or writing obstacle: collaboration, pre-cueing, word books, asking the teacher, invented spelling, peer collaboration, self- checking, and computer assisted writing.
http://www. Idonline.org/Id_indepth/writing/ERIC_E590.html This website contains information on effective strategies for writing and other useful links related to writing instruction.
Teachers shall understand the central concepts, tools of inquiry, sir-natures of the discipline, especially as they relate to the New Jersey Core Curriculum Standards (CCCS), and design developmentally appropriate learning experiences making the subject matter accessible and meaningful to all students.
2
Teachers shall understand how children and adolescents develop and learn in a variety of school, family and-community contexts and provide opportunities that support their intellectual, social, emotional and physical development.
3
Teachers shall understand the practice of culturally responsive teaching
4
Teachers shall understand instructional planning, design long- and short-term plans based upon knowledge of subject matter, students, community and curriculum goals and shall employ a variety of developmentally appropriate strategies in order to promote critical thinking, problem solving and the performance skills of all learners.
5
Teachers shall understand and use multiple assessment strategies and interpret results to evaluate and promote student learning and to modify instruction in order to foster the continuous development of students.
6
Teachers shall understand individual and group motivation and behavior and shall create a supportive, safe and respectful learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
7
Teachers shall adapt and modify instruction to accommodate the special learning needs of all students.
8
Teachers shall use knowledge of effective verbal, nonverbal and written communication techniques and the tools of information literacy to foster the use of inquiry, collaboration and supportive interactions.
9
Teachers shall build relationships with parents, guardians, families and agencies in the larger community to support students’ learning and well‑being.
10
Teachers shall participate as active, responsible members of the professional community, engaging in a wide range of reflective practices, pursuing opportunities to grow professionally and establishing collegial relationships to enhance the teaching and learning process.
11
Teachers shall act in accordance with legal and ethical responsibilities and shall use integrity and fairness to promote the success of all students.
Alignment of Council for Exceptional Children Standards
CEC Standard
CEC Narrative
Standard 1: Foundations
Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. Special educators understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation. Special educators understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services. They understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies. Special educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates.
Standard 2: Development and Characteristics of Learners
Special educators know and demonstrate respect for their students first as unique human beings. Special educators understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs (ELN)’. Moreover, special educators understand how exceptional conditions can interact with the domains of human development and they use this knowledge to respond to the varying abilities and behaviors of individual’s with ELN. Special educators understand how the experiences of individuals with ELN can impact families, as well as the individual’s ability to learn, interact socially, and live as fulfilled contributing members of the community. Beginning special educators demonstrate their mastery ofthis standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates.
Standard 3: Individual Learning Differences
Special educators understand the effects that an exceptional condition can have on an individual’s learning in school and throughout life. Special educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community. Moreover, special educators are active and resourceful in seeking to understand how primary language, culture, and familial backgrounds interact with the individual’s exceptional condition to impact the individual’s academic and social abilities, attitudes, values, interests, and career options. The understanding of these learning differences and their possible interactions provide the foundation upon which special educators individualize instruction to provide meaningful and challenging learning for individuals with ELN. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates.
Standard 4: Instructional Strategies
Special educators posses a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN. Special educators select, adapt, and use these instructional strategies to promote challenging learning results in general and special curricula’ and to appropriately modify learning environments for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, and increase their self-awareness, self-management, self-control, self-reliance, and self-esteem. Moreover, special educators emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan. Beginning special educators demonstrate their mastery this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates
Standard 5: Learning Environments and Social Interactions
Special educators actively create learning environments for individuals with ELN that foster cultural understanding, safety and emotional well being, positive social interactions, and active engagement of individuals with ELN. In addition, special educators foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. Special educators shape environments to encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with ELN. Special educators help their general education colleagues integrate individuals with Fr .N in regular environments and engage them in meaningful learning activities and interactions. Special educators use direct motivational and instructional interventions with individuals with FIN to teach them to respond effectively to current expectations. When necessary, special educators can safely intervene with individuals with ELN in crisis. Special educators coordinate all these efforts and provide guidance and direction to para-educators and others, such as classroom volunteers and tutors. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates.
Standard 6: Language
Special educators understand typical and atypical language evelopment and the ways in which exceptional conditions can interact with an individuals experience with and use of language. Special educators use individualized strategies to enhance language development and teach communication skills to individuals with ELN. Special educators are familiar with augmentative, alternative, and assistive technologies to support and enhance communication of individuals with exceptional needs. Special educators match their communication methods to an individual’s language proficiency and cultural and linguistic differences. Special educators provide effective language models, and they use communication strategies and resources to facilitate understanding of subject matter for individuals with ELN whose primary language is not English. Beginning special educators demonstrate their mastery of language for and with individuals with ELN through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates.
Standard 7: Instructional Planning
Individualized decision-making and instruction is at the center of special education practice. Special educators develop long-range individualized instructional plans anchored in both general and special curricula. In addition, special educators systematically translate these individualized plans into carefully selected shorter-range goals and objectives taking into consideration an individual’s Individualized instructional plans emphasize explicit modeling and efficient guided practice to assure acquisition influence into maintenance and generalization. Understanding of these factors as well as the implications of an individual’s exceptional condition, guards and special educators selection, adaptation, and creation of materials, and the use of powerful structural variables. Instructional plans are modified based on ongoing analysis of individuals learning progress. more over, special educators facilitate this instructional planning and a collaborative contexts including the individual with the exception analogies, families, professional colleagues, and personnel from other agencies as appropriate. Special educators also develop a variety of individualized transition plans, such as transitions from preschool to elementary school and from secondary setting story variety of postsecondary work and learning contexts. Special educators are comfortable using appropriate technologies to support instructional planning and individualized instruction. beginning special educators demonstrate their master writer mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area [S] Knowledge and Skills for which the preparation progress is preparing candidates.
Standard 8: Assessment
Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN, including those from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results, In addition, special educators understand the appropriate use and limitations of various types of assessments. Special educators collaborate with families and other colleagues to assure non‑ biased, meaningful assessments and decision-making. Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with ELN. Special educators use assessment information to identify supports and adaptations required for individuals with ELN to access the general curriculum and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress of individuals with ELN in general and special curricula. Special educators use appropriate technologies to support their assessments. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates.
Standard 9: Professional and Ethical Pratice
Special educators are guided by the profession’s ethical and professional practice standards. Special educators practice in multiple roles and complex situations across wide age and developmental ranges. Their practice requires ongoing attention to legal matters along with serious professional and ethical considerations, Special educators engage in professional activities and participate in learning communities that benefit individuals with ELN, their families, colleagues, and their own professional growth. Special educators view themselves as lifelong learners and regularly reflect on and adjust their practice. Special educators are aware of how their own and others attitudes, behaviors, and ways of communicating can influence their practice. Special educators understand that culture and language can interact with exceptionalities, and are sensitive to the many aspects of diversity of individuals with ELN and their families. Special Educators actively plan and engage in activities that foster their professional growth and keep them current with evidence-based best practices. Special educators know their own limits of practice and practice within them. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEO Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates
Standard 10: Collaboration
Special educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. This collaboration assures that the needs of individuals with ELN are addressed throughout schooling, Moreover, special educators embrace their special role as advocate for individuals with ELN. Special educators promote and advocate the learning and well being of individuals with ELN across a wide range of settings and a range of different learning experiences. Special educators are viewed as specialists by a myriad of people who actively seek their collaboration to effectively include and teach individuals with ELN. Special educators are a resource to their colleagues in understanding the laws and policies relevant to individuals with ELN. Special educators use collaboration to facilitate the successful transitions of individuals with ELN across settings and services. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates
Degree to which student integrates course readings into classroom participation and/or online(threaded) discussions
Exceeds Expectations 4
Meets Expectations 3
Does Not Meet Expectations 2 - 1
Overall:
often cites and applies readings;
uses readings to support points;
often articulates "fit" of readings with topic at hand
demonstrates excellent understanding of readings and class material
Comments:
Interaction/participation in classroom discussions and/or online(threaded) discussions
Exceeds Expectations 4
Meets Expectations 3
Does Not Meet Expectations 2 - 1
Overall:
always a willing participant, responds frequently to questions;
routinely volunteers point of view and responds appropriately to other students
participates in a timely manner
fully addresses questions and prompts
makes original and insightful contributions
Comments:
Interaction/participation in classroom learning activities and/or online resources
Exceeds Expectations 4
Meets Expectations 3
Does Not Meet Expectations 2 - 1
Overall:
always a willing participant;
acts appropriately during all case studies;
responds frequently to questions;
routinely volunteers point of view
makes regular use of online resources
Comments:
Demonstration of professional attitude and demeanor and/or online(threaded) discussions
Exceeds Expectations 4
Meets Expectations 3
Does Not Meet Expectations 2 - 1
Overall:
always demonstrates commitment through thorough preparation;
always arrives on time;
often solicits instructors' perspective outside class
Rutherford Campus
223 Montross Avenue
Rutherford, NJ 07070
EDU 220 – Introduction to Special Needs in Home,
School, and Community (3 Credits)
Course SyllabusSemester: Late Fall 2013 Professor: Dr. J. Pedersen
Day/Time/Room#: Monday, 5:00-7:50pm Office Phone #: 908-754-4620 ext. 249
Office #, Building: St. Luke’s Email: jpedersen1@aol.com
Office Hours: Upon request.
Course Description:
This course will introduce the learning, behavioral, and personal characteristics of the variety of disabilities currently categorized as Special Need. This course will review mildly to moderately disabled children, Autism Spectrum Disorder, physical impairments and other learning disabilities.
Mission Statement
Felician is an independent co-educational Catholic/Franciscan College founded and sponsored by the Felician Sisters to educate a diverse population of students within the framework of a liberal arts tradition. Its mission is to provide a full complement of learning experiences, reinforced with strong academic and student development programs designed to bring students to their highest potential and prepare them to meet the challenges of the new century with informed minds and understanding hearts. The enduring purpose of Felician College is to promote a love for learning, a desire for God, self knowledge, service to others, and respect for all creation.
Division of Teacher Education
Mission Statement
The Division of Teacher Education, in light of the Franciscan mission, seeks to foster competent, caring, and compassionate educators to serve a diverse population by promoting a collaborative spirit, encouraging self-reflection, and emphasizing life-long learning.
The Division of Teacher Education strives to prepare teachers who:
We will be using the following educational legal codes. (All information can be obtained on-line.)
Course Format:
Students will meet for a variety of experiences including discussion, lecture, and active participation. Varied issues will be covered as indicated on the attached calendar of events. Students will be expected to prepare themselves for class so that they can actively participate and thereby benefit fully from the experience.
Course Evaluation:
A variety of techniques and strategies will be used to evaluate student learning and mastery of relevant concepts. Reading assignments will form the basis for classroom discussion. Active participation will be used as a means to assess completion of this task. In addition to active participation, students will also have various assignments. The lectures focus on selected concepts from the readings. Although we do not discuss all of the components of each chapter in class, each student is responsible for understanding all of the major concepts in each chapter. Therefore, test items can be derived from readings and lectures.
Course Objectives:
At the completion of this course students will be able to: (The numbers in parentheses refer to the NJPTS, and the CEC Standards )
- Identify and describe learning, behavioral, and personal characteristics of learners with mild to moderate disabilities.
( NJPTS#2), (CEC#2,3)- Describe the impact on the learning process of learners with mild to moderate disabilities. ( NJPTS#4), (CEC#3)
- Summarize significant issues and policy trends in special education today. ( NJPTS#10), (CEC#5,9)
- Utilize and interpret appropriate forms of student assessment. ( NJPTS#5), (CEC#8)
- Effectively incorporate the New Jersey State Core Curriculum Standards in subject content instruction and assessment for learners with mild to moderate disabilities. ( NJPTS#4,7), (CEC#7)
- Demonstrate the ability to promote social and emotional development through the implementation of variety of techniques.
( NJPTS#2,3), (CEC#2,5)- Identify the continuum of educational and community services that supports learners with mild to moderate disabilities.
( NJPTS#9), (CEC#10)- Understand the social, behavioral, emotional, and learning characteristics of learners with mild to moderate disabilities.
( NJPTS#2), (CEC#2,5)- Describe and employ a variety of classroom management methods. ( NJPTS#6), (CEC#5,6)
- 10. Describe appropriate teaching and assessment strategies and treatments to teaching learners with mild to
moderate disabilities. ( NJPTS#4,5,6,7),(CEC#3,4,7,8)Final Grading System
Course Policies:
Assignments
All assignments must be submitted on time.
One point will be deducted from the grade for each day the assignment is late.
Final Grade Tabulations
Attendance and Participation 15%
Midterm 15%
Final 15%
Project 55%
Honor Code:
Students are expected to comply with the tenets of the Felician College Honor Code (included) as well as the College policies as described in the Felician College Student Handbook and catalog.
Felician Honor Code:
As a Franciscan, Catholic College, Felician College values scholarship and truth as integral parts of its academic identity. The college views students, faculty, and administration as parts of a larger community of scholars. As such a community, it is requisite that each of us upholds academic integrity.
The policies and procedures of the Honor Code apply to all members of the college community. This includes all students whether undergraduate or graduate, full-time or part-time, regularly enrolled, non-matriculated, or cross-registered from a neighbor institution, as well all faculty, staff and administrators, whether full-time or part-time.
A community member's personal integrity is presumed to be sufficient assurance that, in academic matters, students do their own work without unauthorized help from any other source and faculty, staff and administrators do their work in a fair and impartial manner. The Honor Code presumes that all work submitted as part of academic requirements is the product of the student submitting it unless credit is given with proper footnoting and bibliographic techniques or as prescribed by the course instructor.
Cheating, plagiarizing, or otherwise falsifying results of study is prohibited. The Code applies not only to examinations, but to all work handed in, such as papers, reports, solutions to problems, art work, tapes, films, and computer programs, unless alternative arrangements have been made with the instructor.
All members of the college community are required to acquaint themselves with the provisions of the Honor Code through the information in this handbook. Students are responsible for obtaining from their professors an explanation of the freedom they may exercise in collaboration with other students or in use of outside sources, including the student's own work prepared and submitted for another course. In other words, students may collaborate with other students within the parameters established by their professor. They may also submit work prepared for credit in one class for credit in another class so long as they have received permission from both professors. In the event that a student does not obtain a clear definition of the application of the Honor Code from a professor in any class, the student must assume that the Honor Council will follow the strictest interpretation of the Honor Code with respect to that class.
When a student makes use of concepts or words from an outside source, whether in the form of a direct quotation or of paraphrase, credit must be given to the original source for each idea by footnote or other technique acceptable to the instructor. Failure to make such an acknowledgment constitutes plagiarism.
Honor Code
Violations of the Honor Code are cause for disciplinary actions imposed by the honor council. The following are included as violations:
- Cheating on an exercise, test, problem, or examination submitted by a student to meet course requirements. Cheating includes the use of unauthorized aids (such as crib sheets, discarded computer programs, the aid of another person on a take-home exam, etc.); copying from another student's work; soliciting, giving, and/or receiving unauthorized aid orally or in writing; or similar action contrary to the principles of academic honesty.
- Any action designed to deceive a member of the faculty or a fellow student regarding principles contained in the Honor Code, such as securing an answer to a problem for one course from a faculty member in another course when such assistance has not authorized.
- Plagiarism
- Use of texts of papers prepared by commercial or noncommercial agents and submitted as a student’s own work.
- Submission of work prepared for another course without specific prior authorization of the instructors in both courses. Use of a student's own work whether prepared in the relevant class or in another is governed by all the rules of scholarship mentioned in the appendix on plagiarism. In other words, a student may use citations, sources, whole sections of a paper, even the paper itself so long as proper acknowledgment is made or with the permission of all instructors involved.
- Falsification of results of study and research.
Tests, Examinations, and Other ExercisesStudents are on their honor not to ask for or give information pertaining to any portion of an examination before or after they have taken it, in such a way as to gain or give an advantage over other students.
The written pledge (refer to "Honor Pledge") signifies that the work submitted is the student's own and that it has been completed in accordance with the requirements of the course as specified by the instructor. In addition, each student and faculty member is expected to establish a clear understanding of the requirements in each course. Any student uncertain about the application of the Code in a particular course requirement should always consult the instructor. The Honor Code pledge, or an abbreviation, should be included in all written work completed by the student and submitted for a grade. Any work handed in for credit, however, will be considered pledged unless exempted by the instructor.
Honor Pledge
The pledge to be signed on all tests, quizzes, and similar work is:
“I pledge my honor that I have neither given nor received inappropriate aid on this examination.”
_ _
Signature Date
Plagiarism:
Plagiarism, in any form, will not be tolerated. Any student who violates this policy will be notified in writing and immediately referred to the Honors Council.
Electronic Communication Devices: Students are expected to turn-off or put on "mute" all cell phone, pagers and other electronic communication devices during class time.
Grade Appeal: Please refer to the Felician College Catalog or Student Handbook for grade appeal procedures.
Please Note: Special Student Needs or Handicap Conditions:
Students with documented disabilities that affect their ability to participate fully in the course or who require special accommodations are encouraged to speak with the instructor so that appropriate accommodations can be arranged. If you have a handicap (vision, hearing, etc.) or require other special consideration, please consult with the instructor. In some cases, college resources can be made available to assist you.
Course Project
Theme:
What skill are you researching?
Example: Reading Comprehension
Assignment 1 (2-3 pages)
Research Articles
Select and summarize two Research articles (APA format) which discuss the skill you have chosen. The articles discuss the relevance of the skill in the classroom. (Professional Journals, Professional Educational sites, Include articles in binder)
Assignment 2 (1-2 pages)
(A) Visit a classroom and discuss your observations of student's performance in chosen area.
For example: Observe students in a reading lesson. Note student's behavior- ability to respond to teacher inquires, the quality of student responses, student strengths and weaknesses and teacher strategies to facilitate understanding.
(Provide grade level, class profile, i.e., high percentage of ELL, class size, teacher support, technology, etc
(B) Interview Teacher
Discuss teacher's view of what strategies are most effective with his/her students and why.
Teacher's vision for support required for student to master the skill.
Assignment 3 (1-2 pages)
Choose one of the topics given to you in class and develop a 15-20 minute presentation. The presentation must include the following:
- An overview of the disability
- Characteristics these students may exhibit in the classroom
- Instructional strategies that would benefit these students
- Present a mini-lesson with adaption for this classification
BOOKS ABOUT PERSONS WITH DISABILITIES
Beers, C. (1981). A mind that found itself: An autobiography. Pittsburg: University of Pittsburg Press
Brown, C. (1970). Down all the days. New York: Stein & Day.
Byars, B. (1970). The summer of the swans. New York: Viking Press
Carlson, T. (l995). The suicide of my son: The story of childhood depression. Duluth, MN: Benline Press.
Dorris, M. (l989). The broken cord. New York: Harper & Row.
Edwards, K. (2005). The memory keeper’s daughter. New York: Penguin Books
Fries, K. (Ed.). (l997). Staring back: The disability experience from the inside out. New York: Plume.
Green, H. (l964). I never promised you a rose garden. New York: Holt, Rinehart & Winston.
Grandin, Y. (l996). Thinking in pictures: And other reports from my life with autism. New York:
Random House
Haddon, M. (2003). The curious incident of the dog in the night-time. New York: Random House.
Jamison, K. R. (l995). An unquiet mind: A memoir of moods and madness. New York: Knopf.
Kaufman, B. (l987). Sun rise. New York: Harper & Row.
Keller, H. (l928). The story of my life. Boston: Houghton-Miflin.
Kingsley, J & Levitz, M. (1994). Count us in. New York: Harcourt Brace.
Meyers, R. (l978). Like normal people. New York: McGraw-Hill
Plath, S. (l971) The bell jar. New York: Harper and Row
Share, D. (l958). Sunrise at Campobello. New York: Random House
Taylor, D. (l991). Learning denied. Portsmouth, NH: Heinemann.
World Wide Web Sites
The following World Wide Web sites have been carefully researched and selected
The easiest way to access these selected sites is to go to our DUSHKIN ONLINE support site at HYPERLINK http://www.dushkin.cornionlinet http://www.dushkin.com./online/.
AE: Educating Exceptional Children
The following sites were available at the time of publication. Visit our Web site—we update DUSHKIN ONLINE regularly to reflect any changes.
General Sources
Consortium for Citizens With Disabilities
HYPERLINK http://www.c-c-d.org http://www.c-c-d.org
Included in this coalition organization is an Education Task Force that follows issues of early childhood special education, the president's commission on excellence in special education, issues of rethinking special education, 2001 IDEA principles, and many other related issues.
Family Village
HYPERLINK http://vvww.familyvillage http://vvww.familyvillage. HYPERLINK http://wisc.edu/index.htmlx wisc.edu/index.htmlx
Here is a global community of disability-related resources that is set up under such headings as library, shopping mall, school, community center, and others.
National Information Center for Children and Youth With Disabilities (NICHCY)
HYPERLINK http://www.nichcy.org/index.html http://www.nichcy.org/index.html
NICHCY provides information and makes referrals in areas related to specific disabilities, early intervention, special education and related services, individualized education programs, and much more. The site also connects to a listing of Parent's Guides to resources for children and youth with disabilities.
National Rehabilitation Information Center (NARIC)
HYPERLINK http://www.naric.corn http://www.naric.corn
A series of databases that can be keyword-searched on subjects including physical, mental, and psychiatric disabilities, vocational rehabilitation, special education, assistive technology, and more can be found on this site.
President's Commission on Excellence in Special Education (PCESE)
HYPERLINK http://www.ed.gov/inits/commissionsboards/whspecialeducation/ http://www.ed.gov/inits/commissionsboards/whspecialeducation/ The report stemming from the work of the PCESE, A New Era: Revitalizing Special Education for Children and Their Families, can be downloaded in full at this site.
School Psychology Resources Online HYPERLINK http://www.schoolpsychologynet http://www.schoolpsychologynet
Numerous sites on special conditions, disorders, and disabilities, as well as other data ranging from assertiveness/evaluation to research, are available on this resource page for psychologists, parents, and educators.
Special Education Exchange http://www.spedex.com/main_graphics.htm
SpEdEx, as this site is more commonly known, offers a wealth of information, links, and resources to everyone interested in special education.
Special Education News HYPERLINK http://www.speciale6news.com/disabilities/disabnews/ http://www.speciale6news.com/disabilities/disabnews/ povanddisab031200.html
This particular section of this site discusses the problems of coping with both poverty and disability. Explore the rest: of the site also for information for educators on behavior management, conflict resolution, early intervention, specific disabilities, and much more.
Inclusive Education
Institute on Disability/University of New Hampshire HYPERLINK http://iod.unh.edu http://iod.unh.edu
This site includes Early Childhood, Inclusive Education, High School and Post-Secondary School, Community Living and Adult Life, Related Links, both state and national, and information on technology, health care, public policy, as well as leadership training and professional development.
Kids Together, Inc. HYPERLINK http://www.kidstogetherorg http://www.kidstogetherorg
Based on the IDEA law about teaching children with disabilties in regular classrooms, this site contains all the information on inclusion you might need to know.
New Horizons for Learning HYPERLINK http://www.newhorizons.org http://www.newhorizons.org
Based on the theory of inclusion, this site is filled with information on special needs inclusion, technology and learning, a brain lab, and much more, presented as floors in a building.
Early Childhood Division for Early Childhood
HYPERLINK http://www.dec-sped.org http://www.dec-sped.org
A division of the Council for Exceptional Children, the DEC advocates for the improvement of conditions of young children with special needs. Child development theory, programming data, parenting data, research, and links to other sites can be found on this site.
Institute on Community Integration Projects HYPERLINK http://ici.umn.edu/projectscenters/ http://ici.umn.edu/projectscenters/
Research projects related to early childhood and early intervention services for special education are described here.
National Academy for Child Development (NACD) HYPERLINK http://www.nacd.org http://www.nacd.org
The NACD, an international organization, is dedicated to helping children and adults reach their full potential. Its home page presents links to various programs, research, and resources into such topics as learning disabilities, ADD/ADHD, brain injuries, autism, accelerated and gifted, and other similar topic areas.
Special Education Resources on the Internet (SERI) HYPERLINK http://seriweb.com http://seriweb.com
SERI offers helpful sites in all phases of special education in early childhood, including disabilities, mental retardation, behavior disorders, and autism.
Learning Disabilities
Children and Adults With Attention Deficit/Hyperactivity Disorder (CHADD)
HYPERLINK http://www.chadd.org http://www.chadd.org
CHADD works to improve the lives of people with AD/HD through education, advocacy, and support, offering information that can be trusted. The site includes fact sheets, legislative information, research studies, and links.
The Instant Access Treasure Chest
HYPERLINK http://www.fln.vcu.edu/Id/Id.html http://www.fln.vcu.edu/Id/Id.html
Billed as the Foreign Language Teacher's Guide to Learning Disabilities, this site contains a very thorough list of resources for anyone interested in LD education issues.
Learning Disabilities Association of America (LDA)
http: HYPERLINK http://www.Iclanatl.org www.Iclanatl.org
The purpose of the LDA is to advance the education and general welfare of children of normal and potentially normal intelligence who show handicaps of a perceptual, conceptual, or coordinative nature.
Learning Disabilities Online
http://www.Idonline.org
This is a good source for information about all kinds of learning disabilities with links to other related material.
OHSU Center on Self Determination
HYPERLINK http://cdrc.ohsu.edu/selfdetermination/education/moving/ http://cdrc.ohsu.edu/selfdetermination/education/moving/ cornmunitysolutions.html
The community solutions project described at this site focused on the unique needs of minority adolescents with disabilities as they transitioned from high school to adulthood.
Teaching Children With Attention Deficit Disorder
HYPERLINK http://www.kidsource.com/kidsource/content2/add.html http://www.kidsource.com/kidsource/content2/add.html
This in-depth site defines both types of ADD and discusses establishing the proper learning environment.
Speech and Language Impairments
Issues in Emergent Literacy for Children With Language Impairments
http: HYPERLINK http://www.ciera.org/library/reports/inquiry-2/2-002/2-002.html www.ciera.org/library/reports/inquiry-2/2-002/2-002.html
This article explores the relationship between oral language impairment and reading disabilities in children. The article suggests that language impairment may be a basic deficit that affects language function in both its oral and written forms.
Speech and Language Disorders Fact Sheet
http: HYPERLINK http://www.nichcy.org/pubs/factshe/fs1 www.nichcy.org/pubs/factshe/fs1 1 txt.htm
This online publication of the National Dissemination Center for children With Disabilities offers much useful information, including resources, organizations, and discussions of incidence, characteristics, educational implications, and how technology can help children with speech and language disorders.
Speech Disorders WWW Sites
HYPERLINK http://www.socialnet.lu/handitel/wwwlinks/dumb.html http://www.socialnet.lu/handitel/wwwlinks/dumb.html
A thorough collection of Web sites, plus an article on the relationship between form and function in the speech of specifically language-impaired children, may be accessed here.
Developmental Disabilities
Arc of the United States
HYPERLINK http://www.thearc.org http://www.thearc.org
Here is the Web site of the national organization of and for people with mental retardation and related disabilities and their families. It includes governmental affairs, services, position statements, FAQs, publications, and related links.
Disability-Related Sources on the Web
HYPERLINK http://www.arcarizona.org/disln http://www.arcarizona.org/disln kin. html
This resource's many links include grant resources, federally funded projects and federal agencies, assistive technology, national and international organizations, and educational resources and directories.
Gentle Teaching
HYPERLINK http://www.gentleteaching.n1 http://www.gentleteaching.n1
Maintained by the foundation for Gentle Teaching in the Netherlands, this page explains a nonviolent approach for helping children and adults with special needs.
Emotional and Behavioral Disorders
Educating Students With Emotional/Behavioral Disorders
http: HYPERLINK http://www.nichcy.org/pubs/bibliog/biblOtxt.htm www.nichcy.org/pubs/bibliog/biblOtxt.htm
Excellent bibliographical and video information dealing with the education of children with emotional and/or behavioral disorders is available at this site.
Pacer Center:: Emotional Behavioral Disorders
HYPERLINK http://www.pacer.org/ebd/ http://www.pacer.org/ebd/
Active in Minnesota for 8 years in helping parents become advocates for their EBD children, PACER has gone on to present workshops for parents on how to access aid for their child, explain what a parent should look for in a child they suspect of EBD, prepare a behavioral intervention guide, and link to resources, including IDEA's Parnership in Education site, and much more./
Vision and Hearing Impairments
Info to Go: Laurent Clerc National Deaf Education Center
hitp: HYPERLINK http://clerccenter.gallaudet.edu/InfoToGo/index.html clerccenter.gallaudet.edu/InfoToGo/index.html
Important for parents and educators, this Web site from Gallaudet University offers information on audiology, communication, education, legal, and health issues of deaf people.
The New York Institute for Special Education
http: HYPERLINK http://www.nyise.org/index.htrn1 www.nyise.org/index.htrn1
This school is an educational facility that serves children who are blind or visually impaired. The site includes program descriptions and resources for the blind.
Multiple Disabilities
Activity Ideas for Students With Severe, Profound, or Multiple Disabilities
HYPERLINK http://www.palaestra.com/featurestory.html http://www.palaestra.com/featurestory.html
The Fall 1997 issue of the Palaestra contains this interesting article on teaching students who have multiple disabilities. The complete text is offered here online.
Severe and/or Multiple Disabilities
HYPERLINK http://www.nichcy.org/pubs/factshenslOtxt.htm http://www.nichcy.org/pubs/factshenslOtxt.htm
This fact sheet offers a definition of multiple disabilities, discusses incidence, characteristics, medical, and educational implications, and suggests resources and organizations that might be of help to parents and educators of children with severe impairments.
Orthopedic and Health Impairments
Association to Benefit Children (ABC)
HYPERLINK http://www.a-b-c.org http://www.a-b-c.org
ABC presents a network of programs that includes child advocacy, education for disabled children care for H1V-positive children, employment, housing, foster care, and day care.
An Idea Whose Time Has Come
HYPERLINK http://www.boggscenter.org/mich3899.htm http://www.boggscenter.org/mich3899.htm
The purpose of community-based education is to help students in special education to become more independent. Here is an excellent description of how it is being done in at least one community.
Resources for VE Teachers
HYPERLINK http://www.cpt.fsu.edu/treeve/tofc.html http://www.cpt.fsu.edu/treeve/tofc.html
Effective practices for teachers of varying exceptionalities (VE) classes are listed here.
Giftedness
The Council for Exceptional Children
HYPERLINK http://www.cec.sped.org/index.html http://www.cec.sped.org/index.html
This page will give you access to information on identifying and teaching gifted children, attention-deficit disorders, and other topics in gifted education.
National Association for Gifted Children (NAGC) http:// HYPERLINK http://www.nagc.org/home00.htm www.nagc.org/home00.htm
NAGC, a national nonprofit organization for gifted children, is dedicated to developing their high potential.
Transition
National Center on Secondary Education and Transition HYPERLINK http://www.ncset.org http://www.ncset.org
This site coordinates national resources, offers technical assistance, and disseminates information related to secondary education and transition for youth with disabilities in order to create opportunities for youth to achieve successful futures.
We highly recommend that you review our Web site for expanded information and our other product lines. We are continually updating and adding links to our Web site in order to offer you the most usable and useful information that will support and expand the value of your Annual Editions. You can reach us at: http:/www.dushkin.com/annualeditions/.
Website Resources
Reading
HYPERLINK http://www.NationalReadingPanel.org http://www.NationalReadingPanel.org
This website is from the National Reading Panel and provides current review of the research on reading. HYPERLINK http://www.reading.org http://www.reading.org
This website is from the International Reading Association and provides a wide variety of resources for teaching reading and teacher's and children's choices for children's books. HYPERLINK http://www.texasreading.org http://www.texasreading.org
This website is from the Texas Center for Reading and Language Arts at the University of Texas at Austin and provides a . variety of resources and links for teaching reading http://www.successforall.net
This website provides information about the Success For All program, including effective practice research. HYPERLINK http://www.bowker.com/catalog/home/entrychild.html http://www.bowker.com/catalog/home/entry_child.html
This website contains lists of reference books about different types of children's literature. HYPERLINK http://www.ala.org http://www.ala.org
This is the website of the American Library Association, which provides recommendations for books for children including reluctant and struggling readers.
Written Expression
HYPERLINK http://www.Idonline.org/Id http://www.Idonline.org/Id_indepth/writing/isaacson_obstacles.html
This website introduces eight methods that teachers can use to help students deal with the spelling or writing obstacle: collaboration, pre-cueing, word books, asking the teacher, invented spelling, peer collaboration, self- checking, and computer assisted writing.
http://www. Idonline.org/Id_indepth/writing/ERIC_E590.html
This website contains information on effective strategies for writing and other useful links related to writing instruction.
http://www.Idresources.com/readwrite/index.html
This website provides several useful links on the writing process.
http://www.Idonline.orgAd_indepth/technology/raskindi.html
This website introduces technology to facilitate the learning of written expression.
http://www.Idonline.org/ld_indepth/technology/eric529.html
This website introduces technology to assist the writing process.
Mathematics
http://www.Idonline.org/ID_indepth/math_skills/coopmath.html
This website contains information on cooperative learning in math instruction.
HYPERLINK http://wvvw.edbydesig http://wvvw.edbydesign.com/parentres.html
This website contains practical resources for mathematics.
HYPERLINK http://w-ww.awesomelibrary.org-/Classroom/Mathematics/Mathematics.html http://www.awesomelibrary.org/Classroom/Mathematics/Mathematics.html
This website contains a variety of resources on mathematics for students in K-12(e.g. lesson plans, materials, projects, worksheets, etc.)
Special Education Teachers
HYPERLINK http://www.essentialschools.org http://www.essentialschools.org HYPERLINK http://www.nichcv.org http://www.nichcv.org
HYPERLINK http://vvww.adl.org http://www.adl.org
HYPERLINK http://www.whatworks.ed.gov http://www.whatworks.ed.gov HYPERLINK http://www.learningfirstorg http://www.learningfirst.org
HYPERLINK http://www.behavioraladvisor.com http://www.behavioraladvisor.com HYPERLINK http://www.asperger.org http://www.asperger.org
HYPERLINK http://www.Idinfo.com http://www.Idinfo.com
HYPERLINK http://www.thearc.org http://www.thearc.org
HYPERLINK http://www.filamentality.com http://www.filamentality.com
HYPERLINK http://www.funderstanding.com http://www.funderstanding.com
HYPERLINK http://rubistar.4teachers.org http://rubistar.4teachers.org__
StS Standard
engagement in learning and self-motivation.
opportunities to grow professionally and establishing collegial relationships to enhance the teaching and learning process.
Foundations
Development
and
Characteristics
of Learners
Individual
Learning
Differences
Instructional
Strategies
Learning
Environments
and Social
Interactions
Language
Instructional
Planning
Assessment
Knowledge and Skills for which the preparation program is preparing candidates.
Professional
and Ethical
Pratice
Collaboration
4
3
2 - 1
4
3
2 - 1
4
3
2 - 1
4
3
2 - 1